Open Management Education A Complete Guide - 2020 Edition. Gerardus Blokdyk

What Open management education services do you require?

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      6. What are the compelling stakeholder reasons for embarking on Open management education?

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      7. What information do you gather?

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      8. What are the Open management education tasks and definitions?

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      9. What was the context?

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      10. What is a worst-case scenario for losses?

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      11. How do you gather Open management education requirements?

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      12. How did the Open management education manager receive input to the development of a Open management education improvement plan and the estimated completion dates/times of each activity?

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      13. Who defines (or who defined) the rules and roles?

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      14. Where can you gather more information?

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      15. What knowledge or experience is required?

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      16. Is data collected and displayed to better understand customer(s) critical needs and requirements.

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      17. How will the Open management education team and the group measure complete success of Open management education?

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      18. How and when will the baselines be defined?

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      19. How was the ‘as is’ process map developed, reviewed, verified and validated?

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      20. Is it clearly defined in and to your organization what you do?

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      21. Has the direction changed at all during the course of Open management education? If so, when did it change and why?

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      22. What is the scope of the Open management education work?

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      23. Is the improvement team aware of the different versions of a process: what they think it is vs. what it actually is vs. what it should be vs. what it could be?

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      24. When is/was the Open management education start date?

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      25. What gets examined?

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      26. Are resources adequate for the scope?

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      27. How do you build the right business case?

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      28. What are the record-keeping requirements of Open management education activities?

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      29. Who approved the Open management education scope?

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      30. Are there any constraints known that bear on the ability to perform Open management education work? How is the team addressing them?

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      31. Has a high-level ‘as is’ process map been completed, verified and validated?

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      32. Is there a completed, verified, and validated high-level ‘as is’ (not ‘should be’ or ‘could be’) stakeholder process map?

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      33. How are consistent Open management education definitions important?

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      34. How is the team tracking and documenting its work?

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      35. When are meeting minutes sent out? Who is on the distribution list?

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      36. What is out-of-scope initially?

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      37. Are improvement team members fully trained on Open management education?

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      38. Is Open management education linked to key stakeholder goals and objectives?

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      39. Are different versions of process maps needed to account for the different types of inputs?

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      40. Who is gathering Open management education information?

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      41. Has anyone else (internal or external to the group) attempted to solve this problem or a similar one before? If so, what knowledge can be leveraged from these previous efforts?

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      42. Is there any additional Open management education definition of success?

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      43. How do you gather the stories?

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      44. Have all of the relationships been defined properly?

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      45. How does the Open management education manager ensure against scope creep?

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      46. Is the team adequately staffed with the desired cross-functionality? If not, what additional resources are available to the team?

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      47. Will team members regularly document their Open management education work?

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      48. Are the Open management education requirements complete?

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      49. Is Open management education currently on schedule according to the plan?

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      50. Is the Open management education scope manageable?

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      51. Is special Open management education user knowledge required?

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      52. Why are you doing Open management education and what is the scope?

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      53. Is the scope of Open management education defined?

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      54. What are the requirements for audit information?

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      55. What are the dynamics of the communication plan?

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      56. Has the improvement team collected the ‘voice of the customer’ (obtained feedback – qualitative and quantitative)?

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      57. Have specific policy objectives been defined?

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      58. How would you define Open management education leadership?

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      59. If substitutes have been appointed, have they